Students' and teachers’ perspectives on dyslexia friendly strategies

Abstract

Dyslexia is a neurological learning difference that primarily affects the development of reading, spelling, and language processing skills (BDA, 2010). It is one of the most common learning differences, affecting approximately 10% of the population to varying degrees. Dyslexia is not linked to intelligence or effort but arises from differences in how the brain processes language, particularly phonological information (ibid). Despite its prevalence and recognition as a specific learning difficulty, many students with dyslexia face challenges in mainstream classrooms, where traditional teaching methods often fail to meet their needs. However, while awareness of dyslexia has grown, research on student’s perspectives of effective and practical support strategies within mainstream education remains limited. This study addresses this gap by exploring the perceptions of students and teachers regarding dyslexia-friendly strategies in mainstream classrooms, which promote inclusion through tailored, accessible approaches. By focusing on how these strategies are received and experienced, this research seeks to provide insights that can inform and enhance inclusive practices for diverse learning needs. This study explores the perceptions of students and their teachers in a dyslexia-friendly school regarding the dyslexia-friendly strategies that they are exposed to. This was targeted through ten semi-structured interviews: one with a member of the Senior Management Team (SMT) responsible for the process of becoming a dyslexia-friendly school, three teachers, and six students, two from each of the teacher’s class. These interviews aimed to investigate how effective and useful the dyslexia-friendly strategies are for all students in a dyslexia-friendly school. Findings from this study suggest that dyslexia-friendly strategies, including multisensory approaches, visual aids, and structured routines, not only support students with dyslexia but also enhance the learning experience for non-students with dyslexia by making classroom activities more engaging and accessible. Perceptions gathered through findings suggest that these inclusive strategies contribute positively to the classroom environment, fostering greater engagement, motivation, and confidence among students. Teachers reported that they found these strategies beneficial but faced challenges with time constraints, curriculum demands, and limited resources, which hindered consistent implementation. Additionally, the study identified a strong need for ongoing professional development and resource support to sustain the effectiveness of these strategies. By focusing on the experiences of both dyslexic and non-dyslexic students, this research contributes to a broader understanding of inclusive education practices and provides foundational insights that can guide future research and educational policy to support dyslexia-friendly initiatives more effectively in schools.